Blogging in Venezuelan municipal schools
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Blogging in Venezuelan municipal schools

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Ventesol region 1, Carabobo University, Valencia, Venezuela, 2007

Ventesol region 1, Carabobo University, Valencia, Venezuela, 2007

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Blogging in Venezuelan municipal schools Blogging in Venezuelan municipal schools Presentation Transcript

  •  
    • The Chacao project
    • Stages of the British Council-Chacao Municipality project
    • Results
    • Reference
    • Blog samples
    • Unidad Educativa Andrés Bello
    • (1 teacher/6th graders)
    • Unidad Educativa Juan de Dios Guanche
    • (1 teacher/7th graders)
    • Informatics coordinator from Escuelas de la Alcaldía de Chacao
    • ICT teacher trainer
  • Stage
    • Planning Workshop
    • Giving the workshop
    • Giving mini-class
    • Feed back / planning stage 2
    What for? Activities Place 1 2
    • Giving support (F2F and online)
    • Designing WBL (F2F and online)
    • Supervising
    • Using WBL in the lab
    Teacher trainer Teachers Unidad Educativa Andrés Bello y Juan de Dios Guanche Workshop British Coucil Application of learnt skills in schools
  • Wokshop Mini-class Feedback
    • ICT and CALL
    • ICT in the language classroom
    • Web-based lesson (demonstration)
    • Web-based lesson (teachers’)
    • Authoring software
    • Blogs and podcasts
    Session 1 Session 2
    • Web-based lesson design
    • Pedagogical approach (Task-based approach)
    • Stages of task-based activities
    • Types of web-based lesson
    A Web-based lesson is simply a lesson that includes online resources like blogs, wikis, webquests, podcasts, authoring tools, websites, etc. It is student centered and task-based.
    • Printed web-based lesson
    • Digital web-based lesson
    • Off-line web-based lesson
    • Blog web-based lesson
  • Lesson plan External material
  • Lesson plan (Word document) External material (Word document)
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  • Six types of tasks (Willis, 1996) Take part in a dressing-up competition / Write a poem / Talk or write about past customs/ Produce a class magazine / Perform interactions Talk about things you own, past routines/ preferences and find people with similar ones / What generally makes you annoyed? Give advice in response to a letter from an advice column / Guess what’s in a picture / Social studies of young offenders Listen to descriptions of people & identify which person is / Compare ways of doing things in different countries/ Spot the differences Organize days of the week / Rank items in order of importance / Complete a chart / think of 5 ways to classify clothes you wear List things found in a particular place / everyday things / things you can do / qualities needed for a particular job Sample tasks Memory challenge games / ordering and sorting tasks Words / Things / Qualities / People / Places / Job-related skills Brainstorming, fact-finding Completed list or draft mind map Listing Students select the funniest experience, tell the class and give reasons for their choice Anecdotes / Personal reminiscence / Attitudes, opinions, preferences / Personal reactions Narrating, describing, exploring & explaining attitudes, opinions, reactions Social Sharing personal experiences Learners keep a diary describing their progress on a project Students do a comparing, present, justify & discuss solutions for the class to vote on the best one8s) Students design parallel tasks based on data Spot the missing item/ reach consensus from rankings/ justify decisions / Odd one out Follow up Small group activities / Creative writing / Social or historical research / Media projects / real life rehearsals Short puzzles, logic problems, real life problems / incomplete stories / Poems / Case studies Matching to identify someone or something / Compare to find similarities or differences Jumbles lists / Set of instructions / Sorting according to specific criteria / Half completed charts/ Lists of items Starting points Brainstorming, fact-finding, ordering & sorting, comparing, problem solving Analyzing real or hypothetical situations, reasoning and making decisions Matching, finding similarities / differences Sequencing, ranking, categorizing, classifying Processes Projects Solution(s) to problem Matching or assembling/ identifying similarities or differences Information or data ordered & sorted according to specified criteria Outcome Creative tasks Problem solving Comparing Ordering & sorting Task Aspects
  • Pre-task Warming up ; activating background knowledge Task Post-task (Follow-up) Students do something to express themselves in response to an activity. Further practice to make sure students reached lesson objective(s) Ask students to match pictures from a menu with a list of words Go to site  play a game (food groups)  correct suggestions about food groups  organize food using “a lot”, “some”, “little”  ask which food from the group classmate eats a lot, some or little  report Choose one food from the group in the game. Write about it. Send it to your teacher by e-mail. Stage Example Description
  • Identify topic from lesson or unit Find sites related to topic Plan/design pre-task, task and follow up activities Lesson plan & external material Web-based lesson design Scan the text Search skills needed Task-based approach Print or store on the computer Miguel Mendoza, 2006. British Council, Venezuela Apply, evaluate and edit (if need be)
  • The Maker
  • Printed/ Digital WBL Blog WBL Sheduling lab hours
    • On-line & F2f support (technical / class design)
    Class observation
    • Lab support
    • Feedback
  • Problems (week 1) Teacher’s solution Results URL mistakes (Mispellings) Chaos Time consuming Logistic strips of paper with URL’s Technical
  • A blog is a website that allows an author to publish instantly on the Internet from any Internet connection .
    • Skills required:
    • Classroom uses:
    (Richardson, 2006)
    • Definition:
    The ones you use for sending an e-mail A reflective, journal-type blog A class blog A shared blog
    • A class blog (website)
    • easy access (Inside and outside the lab)
    • Easy to edit lessons
    • Teacher trainer check and edit well in advanced
    • They got engaged
    • They became aware of things they were learning (metacognition)
    • They developed IT skills
    • They worked at their own pace
    • Children’s behavior changed
    • surprised with students' behavior (less disruptive)
    • developed IT skills
    • were in tune with the way their students are learning outside the classroom.
    • accepted and undertood the student-centered approach
  • Egbert, J. (2005). CALL essentials. TESOL. USA Chapelle, C. (2001). Computer applications in second language acquisition. Cambridge University Press Information and Communications technologies for language teachers (ICT4LT). Retrieved information January 10th, 2006. http://www.ict4lt.org/en/index.htm Richardson, W. (2006). Blogs, wikis podcasts and other powerful web tools for classrooms . Corwin Press Dudeney, G. (2005). The internet and the language classsroom. Cambridge University Press
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